How do I link Learning Outcomes to Teaching and Learning Activities and to Assessment презентация

and to Assessment?

Ministers Responsible for Higher Education in Bergen, Norway (2005) adopted the overarching framework for qualifications in EHEA.
This framework shows
- Three cycles (including within national contexts, the possibility of intermediate qualifications)
- Generic descriptors for each cycle based on learning outcomes and competences.
- ECTS credit ranges in the first and second cycles (i.e. Bachelors and Masters levels).

Ministers committed themselves to drawing up National Frameworks for Qualifications compatible with Framework of Qualifications for European Higher Education area by 2010.

Bergen, Norway (2005)

Ministers in Dublin
These generic descriptors are used in The Framework for Qualifications of EHEA (Bologna Process). Adopted in 2005.
The Descriptors are generic statements that assist us to write Learning Outcomes.

years = 180 credits

4 years = 240 credits.

2 years

page summary of framework of qualifications on:
www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Framework_qualificationsforEHEA-May2005.pdf

degree = 1 or 2 years
Doctoral degree = 3 years
Each of the three Bologna cycles is described in terms of learning outcomes as outlined in the “Dublin descriptors” (2005).
Note: The three cycles are closer to models in the UK and Ireland than in many countries of continental Europe where the model is based on the Magister or Diploma.

common European reference framework that links together the qualification systems of EU countries.
A “Translation Device” to make qualifications easier to understand.
Has 8 levels with a set of descriptors for each level. These descriptors describe the learning corresponding to each level under the heading of knowledge, skills and competence.

of qualifications.
Work started in 2004 in response to requests from member states.
The EQF is compatible with the EHEA framework and cycle descriptors of Bologna Process.
Whilst the Bologna descriptors were developed specifically for higher education, the EQF is a lifelong learning framework.
The EQF emphasises the results of learning rather than focussing on inputs such as length of study.
The EQF defines a learning outcome as “a statement of what a learner knows, understands and is able to do on completion of a learning process”.
Each of the 8 reference levels are described in terms of learning outcomes.

.

of qualifications awarded outside the national systems, e.g. by sectors and multinational companies. International sectoral organisations can relate their qualifications systems to a common European reference point. Thus, relationship beween international sectoral qualifications and national qualification systems is clarified
The EU recommends enhanced cooperation in vocational education and training within the EQF.
The EQF describes levels of qualifications. It does not award qualifications. Awarding of qualifications is still left to national qualification bodies.
Main users of EQF will be bodies in charge of national and/or sectoral qualification systems and frameworks.
Generic descriptors of Bologna cycles and EQF are not specific enough to be used as programme learning outcomes.

European Qualifications Framework

of qualifications “is an instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved, which aims to integrate and coordinate national qualifications subsystems and improve the transparency, access, progression and quality of qualifications in relation to the labour market and civil society”.
(EQF 2008)

wide variety of….
Outline a broad range of fundamental concepts…..
Describe the theories and concepts in the field of….
Identify a range of processes used in….
Discuss relationships between the various areas of…..

the development of a design to….
Utilise appropriate models and techniques in the area of …. to
Examine current theory in the area of…
Critique modern theories in the area of ….
Examine and evaluate current problems in the area of …..

techniques in the area of ….. to solve….
Link theory with practice in order to…
Analyse data to facilitate decision making in the area of…
Utilise appropriate methods, skills and techniques to solve….
Exhibit proficiency in using a broad range of routine laboratory techniques in the field of…..

techniques to solve problems in the areas of…..
Apply appropriate decision making to achieve high standards of performance in the area of….
Identify appropriate solutions to plan future developments in the area of…
Select appropriate instrumental methods to…
Utilise existing stragies to design……
Evaluate existing problems in the area of ….in order to….

area of ….. and implement suggested solutions to….
Apply technical knowledge in the area of … to solve problems related to…
Recognise existing strategies to facilitate solutions in the area of…..
Formulate options and solutions to…
Diagnose problems and suggest solutions in the area of….
Transfer methodologies to new applications in the area of…..
Integrate a range of acquired transferable skills such as …….

ides and evaluate research related publications in the area of….
Implement work objectives and exercise leadership in …..
Interpret relevant regulations in the area of ..
Accept accountability for achieving…
Work autonomously or as a member of a team in order to…..

as part of a team…..
Act appropriately in unfamiliar situations in the area of….
Develop your personal capabilities in order to ….
Engage with new developments and practices in order to…
Recognise the need for life-long learning and professional development in the area of….
Identify and address continuing requirements for professional development in the area of
Contribute to the future development of the field of…….

the area of….
Display an appropriate standard of professional practice in the area of…
Critically appraise research in the area of…. and evaluate the work of peers.
Embrace responsibiity for the welfare of others….
Display personal ethical standards in the area of…
Articulate and defend the need for personal responsibility and ethical considerations in the workplace for…..

Learning Outcomes

Outcomes

expressing learning in terms of outcomes. It entails much more due to their significant implications for all aspects of curriculum design, delivery, expression, assessement and standards”.
Adam S, 2004

learning outcomes, we must now find out if our students have achieved these intended learning outcomes.
How will I know if my students have achieved the desired learning outcomes? How will I measure the extent to which they have achieved these learning outcomes?
Therefore, we must consider how to match the method of assessment to the different kinds of learning outcomes e.g. a Learning Outcome such as “Demonstrate good presentation skills” could be assessed by the requirement that each student makes a presentation to their peers.
When writing learning outcomes the verb is often a good clue to the assessment technique.
How can we design our examination system so that it tests if learning outcomes have been achieved?

authoritative knowledge has little space to accommodate the idea that different methods of assessment may be appropriate for the evaluation of different parts of the subject matter or that assessment techniques themselves should be the subject of serious study and reflection. In such a conception, lecturers see teaching, learning and assessment as tenuously related in a simple linear sequence”.
“Assessment is something that follows learning, so there is no need to consider its function as a means of helping students to learn through diagnosing their errors and misconceptions and reinforcing their correct understanding”.
“Assessment, like teaching, is something done to students ….Assessment classifies the students on the criterion of how well they have absorbed the data thus transmitted. What could be simpler?”
(Ramsden, 2005)

to help modify teaching and learning activities, i.e. helps inform teachers and students on progress being made.
Assessment is integrated into the teaching and learning process.
Clear and rich feedback helps improve performance of students (Black and Williams, 1998).
Usually carried out at beginning or during a programme, e.g. coursework which gives feedback to students.
Can be used as part of continuous assessment, but some argue that it should not be part of grading process (Donnelly and Fitzmaurice, 2005)

programme – Assessment OF Learning.
Sums up achievement – no other use.
Generates a grade or mark.
Usually involves assessment using the traditional examination.
Only a sample of the Learning Outcomes are assessed – cannot assess all the Learning Outcomes.

summative assessments.
Marks recorded.
Little or no feedback given.

and diverse sources in order to develop a deep understanding of what students know, understand and can do with their knowledge as a result of their educational experiences” (Huba and Freed, 2000)
“A way of finding out what our students know and can do”

interviews, various formats
Aural: listening tests
Project work: individual/group; research/design
Field work: data collection and reporting
Competence testing: threshold standards
Portfolio : combination of techniques

Portfolio
Others??

good presentation skills.
Formulate food product
Identify an area for research
Identify signs and symptoms of MS in a patient

Assessment?
Multiple choice questions
Prepare a 1000-word research proposal
Lab-based project
Make a presentation to peers

of “yes” or “no” to achievement of Learning Outcomes.
Rubric: A grading tool used to describe the criteria which are used in grading the performance of students.
Rubric provides a clear guide as to how students’ work will be assessed.
A rubric consists of a set of criteria and marks or grade associated with these criteria.

outcomes and assessment criteria.
Clear expectations on the part of students of what is required of them are a vitally important part of students’ effective learning (Ramsden, 2003)
This correlation between teaching, learning outcomes and assessment helps to make the overall learning experience more transparent and meaningful for students.
For the good teacher, learning outcomes do not involve a “paradigm shift”.

Teaching for
understanding

Learning outcomes

There is a dynamic equilibrium between teaching strategies and Learning Outcomes.

mirror the Learning Outcomes since, as far as the students are concerned, the assessment is the curriculum: “From our students’ point of view, assessment always defined the actual curriculum” (Ramsden, 1992).
Biggs (2003) represents this graphically as follows:

“To the teacher, assessment is at the end of the teaching-learning sequence of events, but to the student it is at the beginning. If the curriculum is reflected in the assessment, as indicated by the downward arrow, the teaching activities of the teacher and the learner activities of the learner are both directed towards the same goal. In preparing for the assessment, students will be learning the curriculum” (Biggs 2003)

activities. “Teaching is simply a catalyst for learning” (Biggs).
“If students are to learn desired outcomes in a reasonably effective manner, then the teacher’s fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes…. It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher does” (Shuell, 1986)

Alignment
Alignment refers to what the teacher does in helping to support the learning activities to achieve the learning outcomes.
The teaching methods and the assessment are aligned to the learning activities designed to achieve the learning outcomes.
Aligning the assessment with the learning outcomes means that students know how their achievements will be measured.

outcomes, learning and teaching activities and assessment.
Learning Outcomes state what is to be achieved in fulfilment of the aims.
Learning activities should be organised so that students will be likely to achieve those outcomes.
Assessment must be designed such that students are able to demonstrate that they have met the learning outcomes.
Constructive alignment is just a fancy name for “joining up the dots”.
(Morss and Murray, 2005)

Assessment

Clearly define the learning outcomes.
Select teaching and learning methods that are likely to ensure that the learning outcomes are achieved.
Choose a technique or techniques to assess the achievement of the learning outcomes.
Assess the learning outcomes and check to see how well they match with what was intended

If the learning outcomes are clearly written, the assessment is quite easy to plan!

in practice “no”.
In some cases they have to be assessed, e.g. licence to practice (e.g. medicine) or to perform essential tasks (e.g. aircraft pilot).
When assessment is limited purely to an examination paper, it may not be possible to assess all the Learning Outcomes in such a short space of time – sampling of Learning Outcomes.
Even if all the Learning Outcomes are assessed on an examination paper, due to choice of questions, a student may not be assessed on all of them.

its own does not give us an indication of the level of that learning outcome in a National Qualifications Framework.
The level of the programme in which the learning outcome (programme learning outcome or module learning outcome) is written must be indicated in the programme description.
The institution in which the programme is being taught must ensure:
(a) that the programme learning outcomes map on to the relevant level in the National Qualifications Framework
(b) that the module learning outcomes map on to the programme learning outcomes.
(c) that within each module there is alignment between the Learning Outcomes, the Teaching and Learning Activities and the Assessment.

describe a module?

Credit Weighting: Number of ECTS credits.
Teaching Period(s): Term 1, Term 2 or both. .
No. of Students: Maximum number of students allowed to take the module.
Pre-requisite(s): Module(s) that should already have been passed by student.
Co-requisite(s): Another module that the student must take with this module.
Teaching Methods: Details of number of lectures, tutorials, etc.
Module Co-ordinator: Name of person in charge of module.
Lecturer(s): Name(s) of person(s) teaching the module. .

module.
Module Content: A list of topics covered in the module.
Learning Outcomes: On successful completion of this module, students should be able to:
[List of learning outcomes].
Assessment: Details of total mark for module and details of the breakdown of this total mark, e.g. written paper, continuous assessment, project, etc.
Compulsory Elements: Any part of assessment that MUST be passed in order to pass the module, e.g. professional practice component.
Penalties (for late submission of Course/Project Work etc.): Details of marks deducted for late submission.
Pass Standard and any Special Requirements for Passing Module: The minimum mark that must be obtained in order to pass the module.
End of Year Written Examination Profile: Number and duration of examination papers.
Requirements for Supplemental Examination: Number and duration and date of repeat examination for those who fail the module.

standard guidelines

3. Develop a teaching and learning strategy to enable students to achieve learning outcomes

4. Design assessment to check if learning outcomes have been achieved

5. If necessary modify module content and assessment in light of feedback